Historical method and didactics of history in the United States of America (1880-1915)

ABSTRACT This article discusses and tells the transposition of an ideal historical method typical of the departments of history and education, colleges and normal schools to the printed documents destined for initial and continuing training of history teachers in the United States of America, between 1870 and 1916. Through the linguistic examination of the Union reports and manuals of history teaching methodology, we demonstrated that historians by formation expanded their performance on philosophers, sociologists, political scientists, economists and educators indicating that the heuristic analysis and synthesis should guide the teaching of history, thought and practiced in the United States since the last decade of the nineteenth century.